OSPI-Developed Performance Assessment
A Component of the
Washington State Assessment System
The Arts: Dance
Dancing Differences
Grade 5
Office of Superintendent of Public Instruction
August 2018
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. Box 47200
Olympia, WA 98504-7200
For more information about the contents of this document, please contact:
Anne Banks, The Arts Program Supervisor
Phone: 360-725-4966
email: [email protected]
Or contact the Resource Center at 888-595-3276, TTY 360-664-3631
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disability. Questions and complaints of alleged discrimination should be directed to the Equity
and Civil Rights Director at 360-725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.
Except where otherwise noted, this Washington Arts K–12 assessment by the
Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution
4.0 International License. All logos and trademarks are property of their respective owners.
This work references the Washington State Learning Standards in The Arts
(http://www.k12.wa.us/Arts/Standards/default.aspx).
All standards designations are from the National Core Arts Standards
(http://nationalartsstandards.org/). Copyright © 2015 National Coalition for Core Arts
Standards/All Rights Reserved—Rights Administered by SEADAE.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page i
Table of Contents
Introduction .....................................................................................................................................ii
Overview ......................................................................................................................................... 1
Test Administration: Expectations .................................................................................................. 1
Description of the Performance Assessment ................................................................................. 2
Learning Standards ......................................................................................................................... 2
Supporting Materials and Resources for Teachers ......................................................................... 3
Preparation for Administering the Assessment .......................................................................... 3
Recommendations for Time Management ................................................................................. 5
Assessment Task ............................................................................................................................. 6
Teacher’s Instructions to Students ............................................................................................. 6
Accommodations ........................................................................................................................ 6
Student’s Task ............................................................................................................................. 6
Glossary ..................................................................................................................................... 10
Dancing Differences: Arts Assessment for Dance, Grade 5 | page ii
O S P I - D e v e l o p e d P e r f o r m a n c e A s s e s s m e n t f o r t h e A r t s
Introduction
To Washington educators who teach the arts:
Welcome to one of our OSPI-developed performance assessments and this implementation and
scoring guide. This document is part of the Washington assessment system at the Office of
Superintendent of Public Instruction (OSPI).
The assessments have been developed by Washington State teachers and are designed to
measure learning for selected components of the Washington State Learning Standards. They
have been developed for students at the elementary and secondary levels. Teachers from
across the state in small, medium, and large districts and in urban, suburban, and rural settings
piloted these assessments in their classrooms. These assessments provide an opportunity for
teachers to measure student skills; they can both help teachers determine if learning goals have
been met, and influence how teachers organize their curricula. They also provide an
opportunity for students to demonstrate the knowledge and skills they have gained.
These assessments:
Provide immediate information to teachers regarding how well their students have
acquired the expected knowledge and skills in their subject areas.
Inform future teaching practices.
Provide resources that enable students to participate in measuring their achievements
as part of the learning experience.
Included in this document are:
directions for administration
assessment task
scoring rubrics
additional resources
Our hope is that this assessment will be used as an integral part of your instruction to advance
our common goal of ensuring quality instruction for all students.
If you have questions about these assessments or suggestions for improvements, please
contact:
Anne Banks, Program Supervisor, The Arts
360-725-4966, [email protected]
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 1
Title Grade Level
Dancing Differences An OSPI-Developed Performance Assessment
Dance
Grade 5
Overview
This document contains information essential to
the administration of Dancing Differences, an
OSPI-developed arts performance assessment
for dance (Grade 5). Prior to administration of
this assessment, all students should have
received instruction in the skills and concepts
being assessed. Please read this information
carefully before administering the performance
assessment.
This assessment may be used in several ways:
As an integral part of instruction.
As a benchmark, interim, or summative
assessment.
As a culminating project.
As an integral part of a unit of study.
As a means of accumulating student
learning data.
As an individual student portfolio item.
Test Administration: Expectations
The skills assessed by this task should be authentically incorporated into classroom instruction.
This assessment task is to be administered in a safe, appropriately supervised classroom
environment following district policy and procedures.
All industry and district safety policies and standards should be followed in the preparation and
administration of OSPI-developed performance assessments in dance, media arts, music,
theatre, and visual arts.
Synopsis of
Dancing Differences
The students watch two
dances, each from a different
culture. After viewing this set
of dances three times, each
student responds to a set of
prompts. These prompts guide
the students to use their
understanding of the elements
of dance (space, time, and
energy) to describe the ways
that the two dances are similar
and the ways that they are
different.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 2
Accommodations based upon a student’s individualized education program (IEP) or 504 Plan
may require additional modifications to this assessment.
Additional modifications to the administration of this assessment may be required to
accommodate cultural differences, diversity, and religious mores/rules.
Description of the Performance Assessment Performance prompts ask each student to create and present a performance or product
based on the criteria outlined in the task.
Students must also respond to short-answer questions and prompts. Their answers may
be written or oral. All written work must be completed on the response sheets
provided. Oral responses may be recorded to facilitate scoring and to document each
student’s performance.
Learning Standards
This assessment addresses the following learning standards. For more information, refer to
Washington State Learning Standards: The Arts Learning Standards: Dance by Grade Level
(2017).
Anchor Reference Number Performance Standard
Anchor 7 Grade 5
DA:Re7.1.5
a. Find meaning or artistic intent from the patterns of movement in a dance work. b. Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice, also using basic dance terminology.
Anchor 8 Grade 5
DA:Re8.1.5 a. Interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology.
Anchor 9 Grade 5
DA:Re9.1.5
a. Define the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics that make a dance artistic and meaningful.
Anchor 10 Grade 5
DA:Cn10.1.5 a. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.
Depending on how individual teachers build their lesson units, additional Washington State
Learning Standards can be addressed.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 3
Supporting Materials and Resources for Teachers
Preparation for Administering the Assessment
Tools & Materials
Teachers will need the following materials and resources to administer this performance
assessment:
copies of the task, including the glossary of terms (one set for each student)
copies of the student-response sheets (one set for each student)
one pencil per student
an audiovisual recording device and player
two recorded dances from different cultures
Guidelines
This assessment is an individual performance.
Copy the student’s task, glossary of terms, and response sheets. Make one set of copies
for each student.
Choose dances from different cultures. Your selections should show elements of dance
that can be clearly differentiated by the novice observer. Suggested sources include
Dancing, a video series created by Rhoda Grauer, a production of Thirteen/WNET in
association with RM Arts and BBC-TV, 1993; and Multicultural Folk Dance, Volume 1 or
2, by Christy Lane.
Give the students background information about the dances, including the name of each
dance, the country or culture it comes from, and, when applicable, the occasion for the
dance.
You may want to clarify that students should be observing movement (elements of
dance) and not costumes, music, country of origin, or setting.
Show the video clip of each dance three times. In order to help students to see the
movement apart from the music, show the video clips without music the second and
third times.
Remind students to write the names of the dances at the top of their response sheets
and to refer to the dances by name when presenting their perceptions of similarities
and differences.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 4
As an alternative to a written response, you may permit students to:
Respond orally. You should make a video or audio recording to document each
student’s responses. Coach the students who are being recorded to face the
recording device when responding. Students may have a copy of the response
sheet when being recorded, or you can state the questions. Ask students to
begin by clearly stating their names and grade level into the recording device.
Dictate their responses to the teacher or an instructional aide, who will write
them down.
Students may use resources that are visible in the testing classroom, but you may not
prompt or coach students during the assessment.
When you are administering the assessment, students may ask questions to clarify the
process. You should encourage students to ask questions at any time throughout the
administration of the assessment.
Using the Glossary
Terms listed in the glossary of this assessment were selected from the glossary of the
Washington State Learning Standards for this subject area. When terms that come from other
sources may be useful to the student, they are listed at the end of the glossary under the
subheading Additional Vocabulary. The student's use of this additional vocabulary should not
be considered in the scoring of the assessment.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 5
Recommendations for Time Management
Students may have as much time as they need to complete the task. The timeframes suggested
here are meant only as a guide, and you may shorten or lengthen them to suit the individual
circumstances of the class and students.
The following is a two-day suggested timeframe:
Day and Time Allotted Actions and Tasks
Day 1
10 minutes: The teacher provides the class with the task and reads it aloud, then reviews the glossary and scoring rubric. The students ask questions; the teacher answers questions.
20 minutes: The students view each of the two dance selections three times, taking notes as they view the dances the second and third times.
15 minutes: The students prepare their written or oral responses.
5 minutes: The teacher collects all notes and response sheets from the students.
Day 2
5 minutes: The teacher distributes notes and response sheets to whichever students will be responding orally.
20 minutes: The teacher records the responses of the students who respond orally.
All students who remain productively engaged in the task should be allowed to finish their
work. If a few students require considerably more time to complete the task than most
students, you may wish to move these few to a new location to finish. In other cases, the
teacher’s knowledge of some students’ work habits or special needs may suggest that students
who work very slowly should be tested separately or grouped with similar students for the test.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 6
Assessment Task
Teacher’s Instructions to Students
1. Say: “Today you will take the Grade-5 Washington OSPI-developed arts performance
assessment for dance. This assessment is called Dancing Differences.”
2. Provide the class with copies of the student’s section of the assessment (which may
include the student’s task, response sheets, rubrics, templates, and glossary), along with
any other required materials.
3. Tell the students that they may highlight and write on these materials during the
assessment.
4. Have the students read the directions to themselves as you read them aloud. We also
encourage you to review the glossary and scoring rubrics with the students.
5. Answer any clarifying questions the students may have before you instruct them to
begin.
6. If this assessment is used for reporting purposes, circle the scoring points on the first
page of each student’s response sheets.
Accommodations
The following accommodations can be made for students with special needs or whose English
language skills are limited:
To complete the response sheets, students may dictate their answers to an instructional
aide, who will write them down.
Students may give the written and/or recorded responses in their first language. We
request a written and/or oral English translation for consistency (validity/reliability) in
scoring the rubric.
Refer also to the student’s individualized education program (IEP) or 504 Plan.
Student’s Task
The following section contains these materials for students:
The student’s task: Dancing Differences (Grade 5)
Assessment rubric
Response sheets
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 7
Student’s Task
Dancing Differences Your school is arranging a multicultural assembly to celebrate the many different kinds of
people who live in our world. The purpose of the assembly is to encourage respect and
appreciation for all peoples. You are on the committee that will help choose the program,
and the principal has asked you to review and compare two of the dances that the committee
is thinking about including.
Each dance comes from a different culture. First, you will view each dance three times. Then,
you will use your understanding of the elements of dance to describe the ways that the
dances are similar and the ways that they differ.
Your Task
View and compare the two dances—
The principal explains that you must meet the following requirements when you develop your
comparison:
Use the elements of dance (space, time, energy) to describe at least two ways that the
dances are similar.
Use the elements of dance to describe at least two ways that the dances differ.
Use the vocabulary of dance correctly.
You will have time to view each dance three times. While viewing the two dances the first time,
watch carefully, but do not take notes. While viewing the two dances for the second time, take
notes on the similarities between them. While viewing the dances for the third time, take notes
on the differences between them. After the viewing, you will be given time to prepare your
response.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 8
Assessment Rubric
Dancing Differences
Artistic Process
4 Points 3 Points 2 Points 1 Point
Re
spo
nd
ing
The student demonstrates a thorough understanding of arts styles by meeting all five of the following requirements: Describes one similarity between the two
dances. Describes a second similarity between the
two dances. Describes one difference between the two
dances. Describes a second difference between
the two dances. Uses the vocabulary of dance correctly.
The student demonstrates an adequate under-standing of arts styles by meeting four of the five requirements listed at left.
The student demonstrates a partial under-standing of arts styles by meeting three of the five requirements listed at left.
The student demonstrates a minimal under-standing of arts styles by meeting two of the five requirements listed at left.
No Score: If the student demonstrates no understanding of the concepts indicated, meets one or none of the
requirements listed, or is unable or unwilling to complete the task, the student will earn no score.
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 9
Response Sheets
Student’s Name/ID#______________________________________ Grade Level_________
Circle number: Artistic Process Score 4 3 2 1
Responding Score 4 3 2 1
Responses
Number Name of Dance Name of Countr y/Cultur e
Dance #1
Dance #2
1. Describe two ways that the dances are similar. Be sure to use the names of the dances as
you describe them. Remember to use the vocabulary of dance correctly.
The first similarity is:
The second similarity is:
2. Describe two ways that the dances are different. Be sure to use the names of the dances as
you describe them. Remember to use the vocabulary of dance correctly.
The first difference is:
The second difference is:
Dancing Differences: Arts Assessment for Dance, Grade 5 | page 10
Glossary
elements of dance: the key components of movement; movement of the body using space, time, and energy; often referred to as the elements of movement; see Elements of Dance Organizer by Perpich Center for Arts Education (used with permission)
energy: the dynamic quality, force, attach, weight, and flow of movement
light: a quality of movement that minimizes the appearance of strength and/or weight
sharp: sudden, percussive quality in a movement
smooth: continuous, sustained quality in a movement
strong: a quality of movement that maximizes the appearance of strength and/or weight
free-flow: an uncontrolled, unrestricted quality of movement
bound-flow: a contained, controlled quality of movement
space: components of dance involving direction, pathways, facings, levels, shapes, and design; the location where a dance takes place; the element of dance referring to the cubic area of a room, on a stage, or in other environments
Terms in italics are reproduced from the glossary of the National Core Arts: Dance Standards by
the National Coalition for Core Arts Standards.
The full glossary for this subject area can be found in the Washington State Learning Standards:
The Arts Learning Standards: Dance by Grade Level (2017).
Additional Vocabulary
The following vocabulary terms are also useful for this assessment.
time: an element of dance, including tempo, rhythm, duration, speed, etc.